All courses:

Due to the importance of being and active contributing members of a group for many of the projects marks will be earned based on the days present and working on a project.  For example, if a project takes ten class days to complete and a student only attends five they will receive 50% of the mark that the group received.

All marks are based on a scale where a “C” indicates that work is sufficient but needs improvement; a “B” is proficient; and an “A” indicates exceptional work. Students will have many opportunities for feedback and to improve their work before they hand in a final project.

Supplies: All courses need a USB, headphones, binder, paper, pen and maybe colouring stuff.

Late assignment policy:

-    To get full marks, assignments need to be handed in by the assigned due date.

-    For every date late, after the assignment due date, 10% will be deducted from the mark (up to a maximum of 40%).  Weekends count as one day.

-    If a student is absent on a due date, a written excuse from a parent or guardian must be presented upon the student’s return, or the late-day deductions will apply.

-    A student’s mark cannot be lower than 60% given that the student deserves a passing grade on the assignment to begin with.  Any work getting a mark of less than 60% will receive that grade.

-    In order to be graded, all work must be handed in no later than 2 weeks after the given due date of the assignment.  Term marks are final.

BLMS Attendance Incentive –

Exams are normally worth 30% of students’ mark. To reach Academic Incentive, a student must meet the following criteria:

1)                Miss 5 or fewer classes in that particular subject (school activities exempted); AND

2)                Be in good standing (not owing for assignments, projects, etc.)

The subject teacher will then apply one of the three following options to the student’s advantage:

1)                15% Final Exam, 85% Class Mark

2)                50% Final Exam, 50% Class Mark

Extra help is available upon request. 

Sciences FI9 – period 2

Unit#1: Space (3-4 weeks)                                                     Unit #3: Reproduction (4-5 weeks)

a)      Star vs. Planet                                                                                a) Cell Theory

b)      The Solar System                                                                                         b) Cell Growth and Reproduction

c)      Effects of Planetary Motion                                                        c) Cell Division

d)      Rotation vs.  Revolution                                                               d) Zygotes and Development

e) DNA

f) Cloning

Unit #2: Matter (4 weeks)                                                      Unit #4: Electricity (3 weeks)

a)      WHMIS                                                                                            a) Electric Charge

b)      Properties and States of Matter                                                b) Electrostatic Series     

c)      Chemical Reactions                                                                      c) Insulators and Conductors

d)      Periodic Table                                                                                d) Lightning

e)      Models for atoms

Environmental Science 120 – period 3

This course is structured very differently than most courses currently being offered.  It structured around student interests and current environmental issues.  Students will consider the environment from the perspective of their own personal behaviours, government, Indigenous perspectives and sustainable development.   

Most importantly students should realize that this will be a project-based course where they choose their own environmental concerns and implement strategies to improve that problem.  They will need to be active learners. They will work from a scientific perspective to research, experiment and present their findings with respect to a current issue.

Tentative assignments:

Graphic Arts – period 4

This course is designed with the intention of learning how to critically appreciate and create graphic designs.  Students will explore taking and editing images.  This course can be an introductory for students interested in doing design as a career or for personal use like making cards, posters, brochures and re-touching pictures.  The emphasis of this course is on continuous learning as a community of learners.  Students with limited computer skills can do very well in this course; however, students with irregular attendance are not likely to succeed as all the work is done in class using our software.

 Tentative assignments

Coop MAKE 120 – period 5 

BLMS MakerSpace explores STEAM projects that involve Science, Technology, Engineering, Arts and Mathematics. This course will enable students to undertake creative, innovative and entrepreneurial projects in the classroom.  Students will explore a variety of technologies while designing and engineering their own projects.  The course is designed to apply the 4C’s of creativity, critical thinking, collaboration and communications.  These skills are beneficial in any workplace and are essential for life-long learning. 

Tentative assignments

Create a presentation with very little text where you talk to the class and explan...  5 minutes max

Who are they?

How are they changing the world?

Why do you consider him/her to be a hero? 

1. Reflection - Watch the video on filter bubbles and express your opinion about the topic.http://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles/transc... Do you see examples of filters on your Facebook, Youtube, Google? Give examples.  How does this change you perception of the world?  What advantages and disadvantages do you see to filter bubbles?  Consider his examples of his friends searching Egypt.  What can you guess about the type of people those two guys are? How are tailored results going to change their perception of the world?      Also think about the Think before you Share video - does this happen often?  Do you often do fact checking?  Always write using a beginning and end.  Don’t leave us hanging – sum it up and SPELL check.   150 words

(link is external

 2.  Web design unit (you have one week!) (A) Create a webpage = Weebly http://www.weebly.com/ or Wordpress wordpress.com or http://www.wix.com/-

(link is external) create a fanpage/business website inluding pictures, links and text - a minimum of three pages(B) Code academy https://www.codecademy.com/(link is external) - 2% for each page completed - yes you can get bonus marks - MUST BE an INDEPENDANT searcher/worker(link is external)

Activité à remettre - Les hiéroglyphes  

1.Écrire tes deux noms bien copier. 

2.Bonne copie sur une feuille blanche, couvrir tout la ?feuille et ajouter de la couleur. 

3.Répondre aux questions page 106 #1 à 10 et page 112 # 1 à 5

Watch the classroom videos to the right on this page and do a reflection: DT use the rubric below to mark a previous student's stop motion which can be found on the right.  Be sure to put at least 150 words worth of comments

You have one period to create a soundscape and export it as a sound file.   Pick a space and create a sound picture of what it looks like.

Consider:

• All the small noises - fans, clicks, hums of machines...
• The weather - wind, thunder...
• that you want to tell a bit of a story without using dialogue (you could have muffled crowd sounds) - like a quiet street then a car squeels its tires
• that you are not looking for drama necessarily but that ability to paint a picture with sound - can we hear your space?
• that it only needs to be 20-30 seconds long
• that you will be marked on how well we can picture your space and also whether you adjust the sounds to comfortably go together - turn things down and up